Jim Jeffords

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, I ask unanimous consent that the Subcommittee on Airland Forces of the Committee on Armed Services be authorized to meet at 11 a.m., on Wednesday, May 3, 2000, in executive session, to mark up the FY 2001 Defense authorization bill.

Mr. JEFFORDS. Mr. President, I ask unanimous consent that the Subcommittee on Seapower of the Committee on Armed Services be authorized to meet at 2 p.m., on Wednesday, May 3, 2000, in executive session, to mark up the FY 2001 Defense authorization bill.

Mr. JEFFORDS. Mr. President, I ask unanimous consent that the Subcommittee on Strategic Forces of the Committee on Armed Services be authorized to meet at 9:30 a.m., on Wednesday, May 3, 2000, in Executive Session, to mark up the FY 2001 Defense authorization bill.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, I ask unanimous consent that Matthew Lyon, a fellow with the Committee on Health, Education, Labor, and Pensions, be afforded floor privileges during the consideration of S. 2, the Educational Opportunities Act, and during any votes in relation thereto.

Mr. JEFFORDS. Mr. President, on behalf of Senator Hatch, I ask unanimous consent that Becky Shipp of Senator Hatch's staff and Jeff Taylor, a detailee from the Justice Department on the Judiciary Committee, be accorded the privileges of the floor during consideration of S. 2, the Education Opportunities Act, and during votes in relation to the bill.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, I ask unanimous consent that when the Senate completes its business today it adjourn until the hour of 9:45 a.m. on Thursday, May 4. I further ask consent that on Thursday, immediately following the prayer, the Journal of proceedings be approved to date, the morning hour be deemed expired, the time for the two leaders be reserved for their use later in the day, and the Senate resume consideration of S. 2 under the previous order.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, what is the order of business?

Mr. JEFFORDS. When does morning business terminate?

Mr. JEFFORDS. Mr. President, I suggest the absence of a quorum.

Mr. JEFFORDS. Mr. President, I ask unanimous consent that the order for the quorum call be rescinded.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, I ask unanimous consent the order of amendments to S. 2 be modified to show Senator Murray's class size amendment is the fourth amendment in lieu of Senator Kennedy's teacher quality amendment.

Mr. JEFFORDS. I yield to the Senator from Washington.

Mr. JEFFORDS. Mr. President, I ask unanimous consent that the order of recognition be Senator Gorton, followed by Senator Dodd and Senator Ashcroft, and then Senator Harkin.

Mr. JEFFORDS. We are trying to alternate.

Mr. JEFFORDS. That is fine.

Mr. JEFFORDS. With the understanding that we will be intersecting in between with a Republican as announced.

Mr. JEFFORDS. Mr. President, I will do all I can to make sure the Senator has appropriate notice.

Mr. JEFFORDS. Thank you.

Mr. JEFFORDS. I yield the Senator from Wyoming as much time as he may consume within our limits.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, for the information of all Senators, at 9:45 a.m. the Senate will resume consideration of the Elementary and Secondary Education Act, with debate on the Abraham-Mack merit pay amendment to begin immediately. Following the consideration of that amendment, Senator Murray will be recognized to offer her amendment regarding class size. Votes are expected throughout the day. As usual, Senators will be notified as these votes are scheduled. As a reminder, the Senate will not meet on Friday in order to accommodate the Democratic retreat.

Mr. JEFFORDS

Mr. JEFFORDS. If there is no further business to come before the Senate, I now ask unanimous consent that the Senate stand in adjournment under the previous order, following the remarks of Senators Byrd and Grassley.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, I ask unanimous consent that Senator Domenici be added to the end of that list.

Mr. JEFFORDS. Mr. President, I ask unanimous consent that Senator Gorton be added to the list of Republicans who are to speak.

Mr. JEFFORDS. We are commencing further debate on the ESEA, the Elementary and Secondary Education Act. I think it is important that we do spend this time on general debate because it is a big bill. There are a number of very important problems to be discussed. Hopefully, we will reach a consensus at some point so that the bill will pass. Mr. President, I would like to take a little bit of time today, until others arrive, to talk about the role of teachers in our efforts to improve educational opportunities for young people. S.2 includes some important changes related to the critical job of providing teachers with opportunities to enhance their professional skills. Supporting our Nation's teachers must be at the foundation of our education reform efforts because the better our Nation's teachers are--the better chance our Nation's students will have to ``make the grade'' in the 21st century. A 1999 survey by the U.S. Department of Education on the preparation and qualifications of public school teachers reported that continued learning in the teaching profession is ``key to building educators' capacity for effective teaching, particularly in a profession where the demands are changing and expanding.'' An investment in our Nation's teachers is a wise one. And we need to make wise investments with our Federal resources to ensure that the Federal dollars for professional development support activities that will foster improvements in teaching and learning that benefit students in the classroom. Our Nation's classrooms are changing. All across this country, students are expected to learn to higher standards and perform at increasingly challenging levels. We will never get students to where they ``need to be'' unless our Nation's teachers have the knowledge base to teach to those demanding standards. While there is near total agreement that strong, capable teachers are the ones that will make the most significant, positive difference in the education of our nation's students, we have not done enough to help them be at the top of their game. There are still too many educators teaching outside their field of expertise. Too often, teachers are offered one-shot, one-day workshops for professional development that do little to improve teaching and learning in the classroom. Professional development activities often lack the connection to the everyday challenges that teachers face in their classrooms. The most recent evaluation of the Eisenhower Professional Development program notes that ``The need for high-quality professional development that focuses on subject-matter content and how students learn that content is all the more pressing in light of the many teachers who teach outside their areas of specialization.'' Title II of this bill addresses these serious deficiencies in professional development ``head on.'' S. 2 draws on the strongest elements of the Eisenhower program while including authority for other initiatives that have an impact on ``teacher quality.'' The bill provides flexibility to school districts to address the specific needs of individual schools through programs such as: recruitment and hiring initiatives; teacher mentoring and retention initiates and professional development activities. It prohibits Federal dollars from being used for ``one-shot'' workshops that have been criticized for being relatively ineffective because they are usually short term; lacking in continuity; lacking in adequate followup; and typically isolated from the participants' classroom and school contexts. The bill before the Senate provides significant resources--$2 billion--to school districts to improve the quality of teaching in the classroom. It combines funds and authorities from the Eisenhower program and the class size reduction program in an effort to give school districts the flexibility that they need to make decisions about what investments in ``teacher quality'' will have the greatest impact on learning in their schools. In an effort to set the record straight, I would like to clarify a point that has been made by my colleagues on the other side of the aisle with regard to hiring teachers. The language in Title II makes it very clear that only certified or licensed teachers can be hired under this program. I would like to read from the text of the bill on page 210, Section 2031(b)(1): Each Local Education Agency that receives a subgrant to carryout this subpart may use the funds made available though the subgrant to carryout the following activities: (1) Recruiting and hiring certified or licensed teachers, including teachers certified though State and local alternative routes, in order to reduce class size or hiring special education teachers. This language is very straight forward and to the point--if you use Title II funds for hiring teachers--they must be certified or licensed. There has also been some criticism about what kind of professional development programs can be supported under this bill. The language in S. 2 is very strong on this point. The bill ensures that professional development funded with Federal dollars be related to the curriculum and tied to the academic subject the teacher is responsible for teaching. Professional development must be tied to challenging State or local standards; tied to strategies that demonstrate effectiveness in improving student academic achievement and student performance or be a project that will substantially increase the knowledge and teaching skills of the teacher. They must be developed with extensive participation of teachers and other educators and must be of sufficient intensity and duration to have a positive and lasting impact on the performance of a teacher in the classroom. It prohibits ``one-shot, one-day'' workshops unless they are part of a long-term comprehensive program. This bill--for perhaps the first time in Federal law--makes it crystal clear that Federal funds must be used for activities that will improve teaching and learning in the classroom--not for fad-type activities that have no relationship to what teachers want and need to know to be better at their jobs. The structure of title II makes a great deal of common sense and will result in a real improvement in teacher quality. My home State of Vermont serves as a good example of success through local decisionmaking. Vermont strongly supports the class size money. Yet, since the first dollar was appropriated for class-size reduction, Vermont sought greater flexibility to use that money for professional development activities that would improve the quality of the teacher in the classroom. Because Vermont already had small classes--sizes that happen to meet the Federally mandated standard of 18--those dollars were able to go for professional development. I want other States to do what Vermont has done if that is what is in the best interest of their students. Reducing class size is important. Having a dynamic, qualified teacher at the head of the classroom is of equal or greater importance. Title II of this bill supports both efforts--high quality professional development and hiring teachers to reduce class size-- yet does it in a way that allows school districts to come up with their own recipe for improvement that will work for its students. S. 2 has a new focus on the needs of other educators as well. In all the schools I have visited over the years, I can tell almost immediately if the school is a good one by meeting the principal. Principals have the ability to transform the environment at a school and make it a place where inquiry, collaboration, and learning flourish. That is why I am so pleased that Title II of this bill includes a new program to support professional development for school leaders. The program is based in large part on a Vermont model--the Snelling Center for School Leadership. It will support training in effective leadership, management and instructional skills and practice; enhancing and developing school management and business skills; improving the effective use of education technology; and encouraging highly qualified individuals to become school leaders. In general, I am pleased that S. 2 makes a significant and thoughtful investment in programs that will give our nation's teachers the knowledge and ``know-how'' to educate our nation's young people. Supporting our nation's teachers is one of the best ways that we can invest in the future well-being of our Nation. I yield the floor.

Mr. JEFFORDS

Mr. JEFFORDS. Mr. President, I ask unanimous consent that the privilege of the floor be granted to the following member of my staff: Melissa Crookes.